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E-LearningE-Learning AM50205 - M Autumn 2005
Dr. Melissa Lee Price
Email addresses: Instant messaging [email protected] Yahoo: missy_sc [email protected] MSN: [email protected] (do NOT ever use the hotmail address to email me – I NOTE: you MUST enter my email address as a ‘safe don’t check it) address’ on your email system. I am NOT responsible for you not getting email messages because your mailer has decided that the mail is spam. Telephone numbers Mobile phone: +44 785 531 0424 (use only in emergencies) Website: My Office Phone: +44 178 229 5727 http://www.mystery-productions.com/elearning Faculty Office phone: +44 178 229 4565 2 Table of Contents
Official Module Descriptor ………………………………………………………………………………………..… 3
Goals for the Semester …………………………………………………………………………………………….. 5
The Brief …………………………………………………………………………………………………………….. 6
Assessment Criteria ………………………………………………………………………………………………… 7
Schedule …………………………………………………………………………………………………………..... 9
Tips on Writing a Report …………………………………………………………………………………………… 10
Pollen Park Concept Document ………………………………………………………………………………….. 13
Pollen Park Node Map ……………………………………………………………………………………………. 15
Pollen Park Functional Specification ……………………………………………………………………………. 16
Alien Language Report …………………………………………………………………………………………… 20
Introduction Letter From Dr. Price to Your Client ……………………………………………………………… 57
Statement of Intent Between You and Your Client ……………………………………………………………. 58 3 STAFFORDSHIRE UNIVERSITY POSTGRADUATE MODULE DESCRIPTOR
CODE VERSION APPROVAL STATUS
TITLE E-Learning
FACULTY FIELD LEVEL M SITE(S) Stoke VLE Arts Media and Design
CONTACT:
EMAIL:
REGISTRATION CONDITIONS:
YOU MUST SATISFY AND HAVE PASSED AND ALSO AND CANNOT COMBINE THESE ADMISSION THESE PRE-REQUISITES STUDY THESE THIS MODULE WITH REQUIREMENTS: (ALL MODULES IN ONE CO-REQUISITES OF THE GROUP(S) BELOW) (ALL MODULES IN ONE OF THE GROUP(S) BELOW
CREDITS: 15
PATTERN OF DELIVERY: (Please show % delivery under one or both semesters)
SEMESTER ONE: 100%
SEMESTER TWO:
LEARNING HOURS (10 hours per credit) CONTACT HOURS 24 INDEPENDENT STUDY HOURS 126 TOTAL LEARNING HOURS 150 4 INDICATIVE CONTENT
This module is designed to introduce you to the concepts and theories of educational multimedia, including distance education theory. Working with an external ‘client/teacher’ you will identify an educational need where multimedia is the appropriate solution. You will generate a project proposal that outlines the necessary educational multimedia approach based on your clients needs.
LEARNING OUTCOMES (List and link to University Learning Outcomes)
1. You will have a systematic understanding of educational learning theories and how these are applied in the creation of interactive educational artifacts and you will be able to evaluate methodologies of multimedia application in a distance learning environment. (Enquiry)
2. You will have a critical awareness of the United Kingdom’s National Curriculum, and ICT initiatives and how these can be applied to educational artifacts. (Knowledge and Understanding)
3. You will be able to demonstrate self-direction in working with an external ‘client’ while gathering information about a targeted user group and relevant subject matter. (Communication, working with others)
4. You will have new insights in reviewing relevant e-learning artifacts to analyze their learning and interaction. (Analysis, Visual analysis)
ASSESSMENT DETAILS (Please use University Assessment Codes. If there is more than one element of assessment please link to Module Learning Outcomes).
You will generate a proposal for an E-Learning project that incorporates detailed research into the underlying theories of educational multimedia. You will demonstrate originality in the application of this knowledge, together with a practical understanding of how they will be applied in the proposed solution. The report will also include a competitive analysis of E-Learning environments/artifacts currently on the market and a detailed description of the designated user group. It will also include a node map and a brief functional specification for your proposed E-Learning project. (5000 words)
LEARNING STRATEGIES
1. Read the assigned texts and attend lectures and tutorials to discuss the readings. 2. Review existing Computer Assisted Learning artifacts 3. Work closely with a ‘client/teacher’ to gather information about the subject matter and the targeted user group.
TEXTS
Multimedia for Learning, Stephen M. Alessi and Stanley R. Trollip, Allyn and Bacon 2001. ISBN: 0-205-27691-1 E-moderating: The Key to Teaching and Learning Online Gilly Salmon, Routledge Falmer ISBN: 0415335442 E-tivities: The Key to Active Online Learning, Gilly Salmon, Routledge Falmer, ISBN: 0749431105
Websites: National Grid for Learning (http://www.ngfl.gov.uk/) National Curriculum Online (http://www.nc.uk.net/home.html) BECTA (http://www.becta.org.uk/index.cfm)
RESOURCES 5
E-Learning
Goals
Students will become familiar with a broad as well as a narrow definition of educational multimedia. Specifically discussed week 1
Students will gain an understanding of the different educational theories than describe the many ways people learn Specifically discussed week 2
Students will learn about the general features of software that is produced for instructional purposes. Specifically discussed week 3
Students will gain an understanding of how interactive tutorials are used in educational multimedia. Specifically discussed week 4
Students will become familiar the philosophy of the use and creation of hypermedia and how it is applied in an educational setting. Specifically discussed week 5
Students will explore educational simulations and gain an understanding of how these can advance understanding in educational multimedia. Specifically discussed week 6
Students will examine how educational games are impacting the teaching process. Specifically discussed week 7
Students will discuss and review ways that Open Ended Environments can be used in educational multimedia. Specifically discussed week 8
Students will gain an understanding of the construction and use of tests and assessments, both formative and summative in a multimedia environment. Specifically discussed week 9
Students will explore how distance learning has changed with the implementation of the web and how it is used in offering classes in a synchronous and asynchronous environment. Specifically discussed week 10
Students will become familiar with how to incorporate learning objectives in an educational artifact. Specifically discussed throughout the entire semester.
Students will examine how educational multimedia design is impacted by all the issues covered during the semester. Discussion throughout the entire semester.
6 E-Learning
Brief: minimum of 5000 words
The underlying theme of this module is working with an external client to produce a proposal for an educational multimedia artifact. It is important that you learn how to work with clients throughout the development process. You must keep in mind that you’re not proposing to develop and produce a piece of work to suit your needs, but rather the needs of an identified user group as articulated by your client.
Option 1: Option 2: Working with a primary or secondary school teacher, Working with an FE or HE teacher, research and research and write a proposal for an online or offline write a proposal for a class to be taught in a project that will support an element of the UK's distance learning environment. You will have to National Curriculum. If your proposed project is research available virtual learning environments and designed to be on the web it should also be design the teaching approach to use a variety of designed to be a part of the National Grid for educational multimedia approaches as well as Learning (NGfL). Whatever aspect of Key Stages 1- focusing on the stated teaching objectives. 4 you choose to tackle, you must do so in cooperation with a teacher and students. If it is You must work in cooperation with a teacher/lecturer designed to be part of the NGfL you must make sure to ensure that you are taking into consideration that your proposed work will adhere to the NGfL teaching needs as well as the needs of the student. guidelines both technically and from an instructional point of view. You will also have to research any VLE policies that have been adopted by the institution where your You can approach this from many different angles; teacher is working. you do not have to limit your approach to web or CD-ROM. You can also explore the educational You also, can make a proposal to deliver this opportunities in wireless applications and iTV. material via wireless or iTV.
You will complete a project proposal for this project. Your proposal needs to be laid out according to APA style guides.
See attached sheet on writing a proposal
The proposal will cover:
Chapter 1 – statement of the problem and proposal – including learning objectives Chapter 2 – review of the literature, including educational literature as well as design literature Chapter 3 – methodology References Appendices: Client agreement Concept document Node map Brief functional specification Minimum of four screen shots of what your proposed artifact will look like. 7 E-Learning
Assessment Criteria
Your report will be the complete first two chapters of a standard five chapter report, and the beginning of chapter 3. Each chapter has a distinct purpose. The report is critical to your understanding of the importance, impact, and purpose of your artifact. It is important that it be well researched and written. It is also critical that you have a firm understanding of proper referencing style. The style used for this paper is APA style.
Excellent Chapters 1, 2, and the beginnings of 3 are comprehensive and well researched. You have shown to the reader that you understand the significance and importance of educational multimedia and how your artifact will contribute to the educational experience of your chosen target group. It is also well written with few or no grammar and spelling errors. It is also well referenced and you have used the APA style guides correctly.
Chapter 1 distinctly states the purpose and rational of using multimedia or distance learning in the classroom. If appropriate it also explains the UK's National Curriculum, including IT goals, and the NGfL. If your chosen subject has some specific and different approach to teaching and the use of multimedia (such as language instruction) this needs to be stated here. You do NOT begin to define your project. You do, HOWEVER, in the chapter state (very briefly) what your project will be about, and then refer the reader to the Concept Document located in the Appendix.
Example: The purpose of this project will be to produce a multimedia artifact designed to teach the concepts of light and motion to children aged 7-8 studying science at Key Stage 2. (Appendix 1)
Chapter 2 is a comprehensive review of the secondary literature associated with instructional multimedia and distance learning if appropriate. You have reviewed the literature and managed to understand what is relevant without having to reference everything that you've read. This chapter is well written and it is obvious that the words are your own and that you understand what you've written. You have also properly referenced all material.
Chapter 3 has been started and the reviews/competitive analysis of other educational media have been summarized and discussed. You have begun the process of explaining your artifact and how it fits in with the information/purpose stated in Chapter 1 and with the review of the secondary literature in Chapter 2.
Reference page is included and the layout and style are according to the APA manual.
Appendix is attached. At this point, these would include your Concept Document, Functional Specification and Node Map.
Average Chapters 1, 2, and the beginnings of 3 are somewhat lacking in writing standards and research. You have shown to the reader that you understand some of the significance and importance of educational multimedia and how your artifact will contribute to the educational experience of your chosen target group, but you've not been as clear as you should. You have some writing, grammar and spelling errors. You have made some mistakes in referencing and you have not used the APA style guides correctly.
Chapter 1 states the purpose and rational of using multimedia and or distance learning in the classroom, but it is lacking and somewhat confusing. If appropriate you have also not explained the UK's National Curriculum, including IT goals, and the NGfL so that the reader understands. If your chosen subject has some specific and different approach to teaching and the use of multimedia (such as language instruction) you have not stated it here. You also make the common error of beginning to discus your project and define the problem according to the brief.
Chapter 2 is a review of the secondary literature associated with instructional multimedia. You have reviewed the literature but it's not apparent that you understand what is relevant. You are referencing everything that you've read without realizing what is relevant. This chapter has some writing problems and it is obvious that you don't really understand what you've written. You have also not properly referenced all material. 8 Chapter 3 has been started and the reviews of other educational media may have been included, but you've included everything, not just the information that relates to your own project. You have begun the process of explaining your artifact and how it fits in with the information/purpose stated in Chapter 1 and with the review of the secondary literature in Chapter 2, but the reader is unclear how this relates to your artifact.
Reference page is included but the layout and style are not completely according to the APA manual.
Appendix is not necessarily attached. At this point, these should include your Concept Document and Node Map.
Fail Chapters 1, 2, and the beginnings of 3 are lacking in writing standards and research. You haven't shown to the reader that you understand some of the significance and importance of educational multimedia and how your artifact will contribute to the educational experience of your chosen target group. You have many writing, grammar and spelling errors. You have made many mistakes in referencing and you have not used the APA style guides correctly.
Chapter 1 doesn't state the purpose and rational of using multimedia in the classroom, and is lacking and very confusing. You have also not explained the UK's National Curriculum, including IT goals, and the NGfL. If your chosen subject has some specific and different approach to teaching and the use of multimedia (such as language instruction) you have not stated it here.
Chapter 2 is a poor review of the secondary literature associated with instructional multimedia. You have not reviewed the literature and it's apparent that you do not understand what is relevant. This chapter has many writing problems and it is obvious that you don't understand what you've written. You have also not properly referenced the material.
Chapter 3 has not been started and the reviews of other educational media are not included, you have not begun the process of explaining your artifact and how it fits in with the information/purpose stated in Chapter 1 and with the review of the secondary literature in Chapter 2.
Reference page is not included.
Appendixes are not attached. At this point, these should include your Concept Document and Node Map. 9 E-Learning
Schedule
In class Reading prior to class
Week 1 Sept 25-Oct 1 Introduction to module and brief Lecture: What is Educational Multimedia
Week 2 Oct 2 – Oct 8 Lecture: How do people learn Allessi & Trollip Chapter 1 Introduction Allessi & Trollip: Chapter 2 Learning Principles and Approaches
Week 3 Oct 9 – Oct 15 Lecture: Instructional Factors Allessi & Trollip Chapter 3 General Features of Software for Learning
Week 4 Oct 16 – Oct 22 Lecture: Tutorial Programs Allessi & Trollip Chapter 4 Tutorials
Week 5 Oct 23 – Oct 29 Lecture: Hypermedia Programs Allessi & Trollip Chapter 5 Hypermedia
Week 6 Oct 30 – Nov 5 Lecture: Drill and Practice Allessi & Trollip Chapter 6 Drills
Week 7 Nov 6 – Nov 12 Lecture: Simulations Allessi & Trollip Chapter 7 Simulations
Week 8 Nov 13 – Nov 19 Lecture: Games Allessi & Trollip Chapter 8 Educational Games
Week 9 Nov 20 – Nov 26 Lecture: Constructivist Allessi & Trollip Chapter 9 Tools and Open Ended Learning Environments
Week 10 Nov 27 – Dec 3 Lecture: Assessment Allessi & Trollip Chapter 10 Tests
Week 11 Dec 4 – Dec 10 Lecture: Delivery using the web Allessi & Trollip Chapter 11 Web Based Learning Allessi & Trollip Chapter 12 Overview of a Model for Design and Development Week 12 Dec 11 – Dec 17 Party 10 Tips on writing a Report
1. The Report/manuscript should be double spaced so that it can be easily read.
2. Select a typeface/point size that is also easy to read.
3. There should be no more than 27 lines of text (not counting the running head and page number) on each page.
4. Margins should be 1 inch (2.5 cm) on top, bottom, left and right of the page.
5. Do not add an extra space between paragraphs, instead indent the first sentence of each paragraph 5 spaces.
6. Do not put your name in the header.
7. Put the page number in the upper right corner of the header (just after the running head)
8. Your running head should be a simplified version of your title. A good rule of thumb is to include the name of your artefact in the title and to have that name as the running head.
9. Do not quote large blocks of text. Paraphrase and reference is the rule of thumb. Only quote something that is too important to put into your own words. In other words, the exact phrase of the author is too important to leave open to interpretation.
10. DO NOT make every paragraph in this report a labeled subsection. It is a mark of poor academic writing to have every paragraph set out as a subsection. This is not a business report that will be 'skimmed' but rather an academic report that is to be read, understood, and enjoyed.
11. Make sure that you do the Reference page with hanging indents.
Parts of the Report
Title Page
Title: Summarize the main idea of the paper simply - your report title should include the name of your artefact. For example: E-Learning: An online source for Interactive Multimedia students
Author's name: First, Middle Initial (unless author goes by two names) and Last name
Institutional affiliation: Institution where you worked on paper
Running head: Abbreviated title that is printed at the top of every page - this should be just your artifacts title: Example: E-Learning (from the title referenced above)
Abstract (this is on a separate page) Brief comprehensive summary of the contents of the article/report (this is written last)
The Paper/Report
1. Chapter one Introduction (starting a new page)
Introduce the problem and background to why the brief was set. This is where you discuss the reasons for developing/using CAL or using distance learning , introduce the National Curriculum, introduce the National Grid for Learning (if you are doing Option 1). You do NOT discuss your project or what you are planning to do except in passing. You will refer to your concept document which should be Appendix 1.
This chapter should be able to be written in approximately 1000-1500 words
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2. Chapter two Literature Review (starting a new page)
Discuss the literature but it is not necessary to go into exhaustive depth. Assume that the reader has some knowledge in the field. A review of earlier work provides an appropriate review of the secondary research and recognizes the priority of the work of others to the work you are doing. You must cite work that you refer to in your paper. The purpose of a literature review is to show where the work you are doing is going to fit in with the work others have done in the same subject. Nothing is created in a vacuum. Make sure that the reader understands the importance of your project in relation to work undertaken by others.
The reader is not impressed that you explain EVERY type of instructional multimedia or EVERY developmental psychologist. You need to be concise. You can discuss developmental psychologists, learning theories and type of instructional multimedia together. You need to review the literature so that your work is understood in the context of what has gone before.
You can also include analyses other multimedia work out there that is targeted to your user group. Do NOT depend on your own critical analysis, but rather review and cite published critiques of the work if you can find them. There are published reviews of multimedia work out there that address the educational aspects of work. Do not use reviews that you find in Amazon. Those reviews are not written by experts in the field. You should also include screen captures of the artefact being critiqued. This is NOT critical to your review of the literature. But if you find expert reviews of educational multimedia work, this is where you would include it.
Close this chapter by stating the purpose and rationale of your work and how it fits in with the literature.
After you have introduced the problem and developed the background material, you are in a position to tell what you did/will do.
Again... tips: DONT QUOTE... learn to paraphrase and reference material. Quoting text just means that you're really good at copying out of a book or off the web. Learning how to interpret other's research is critical to your understanding of how to apply that knowledge. You do, however, reference the information since it is not yours.
This chapter should be able to be written in approximately 1500-2500 words. I'm not impressed that you decide to turn in 100+ pages of a 'Literature Review'. You are not writing a Ph.D. dissertation here! I'm also serious that you should be able to write this chapter in approximately 1500-2500 words. If you find that yours is longer, then you need to review and delete.
3. Chapter three Method (starting a new page)
This describes in detail what you will do and how you will do it.
Divide the Method section into labeled subsections that include:
descriptions of the participants, the apparatus (material/artefact) and the procedure used.
'Procedure used' would include the decisions that you have made concerning using a particular piece of software.
You've made that decision with some thought as to why it is appropriate. This is where you discuss such a decision. You also need to again refer to sources you have read that have led you to make this decision. Ex: (facts are NOT correct... they have been made up). 'Macromedia Flash has been chosen because of its interactive capabilities and according to statistics the Flash plug in is installed on 98% of all web browsers (Macromedia, 2001). You can also refer to your dialogue with your 'teacher/client' here. Make sure you use proper APA referencing when you do reference email or verbal communication.
You put YOUR critiques and competitive analysis of other CAL in Chapter 3, because they have helped you to decide how and what your work will look like. You should include screen captures. 12 You should also be concise when discussing your critiques. You include the full critique/competitive analysis (the form used for critiques) as an Appendix at the end. Summarize your critique in Chapter 3 and refer to the compete document in the Appendix.
You will also refer in this Chapter your Function Specification which should be included as an Appendix.
Embed all images and charts into the body of the text. Label them according to APA style guides with a complete list of charts in the appendix section at the end
This chapter is really not completed at this stage, because this would also be the chapter where you discuss the actual creation of your artifact. Since you will not be completing it at this stage you can end the chapter after you’ve reached this stage in discussing the ‘Procedure’.
This chapter should be able to be written in approximately 1000- 2500 words.
6. References (starting a new page)
All citations in the manuscript must appear in the reference list, and all references must be cited in the text.
You must include everything that you refer to in your paper. The reader may want to read more about something that you have cited and needs this information to locate the particular paper or book.
Do NOT include in a reference page material that you have read but have not cited in the report. It is expected that you will read a great deal of information that only serves as deep background and isn't specifically used in your writing.
You should have a minimum of ten (10) references that are a mixture of online and off line resources.
7. Appendix
You need to include your signed agreement with the teacher that you had signed at the beginning of the project. (Client agreement).
You should also have your Concept Document that you created.
Your node map should be included.
Your functional specification should be included.
In total your final report should be approximately 5000 words or 20 pages plus images, references, and appendix.
Following:
Concept document for Pollen Park http://www.pollenpark.co.uk
Node map for Pollen Park
Functional Specification for Pollen Park
The report for Alien-Language, see http://www.alienlanguage.co.uk. (Note: this report was written for a completed project so it is what your report would look like if you actually took this project to completion. Which you will be able to, should you wish continue with this project and take the ‘Collaborative Project’ module) 13 Pollen Park Concept Document:
Appendix A Concept document. Pollen Park - An online computer assisted learning package for education of the reproduction of flowering plants.
Pollen Park is an educational and entertaining website targeted at both boys and girls aged between nine and eleven years old and has been developed to meet many of the learning objectives set out in the
National Curriculum Key Stage 2, unit 5B – Lifecycles. Through the narrow focus of this product you will learn how plants reproduce as part of their lifecycle and increase your understanding of how reproduction is important to the survival of each species.
Learning is easy with your online friend, Bumbles the playful honey bee. Back at the hive the ‘Pollen-
Mometer’ is running low and the Queen is not at all happy! She has given her orders to the colony – “You all must go out and work harder than you ever have before. I need you to fill those pollen baskets with as much as you possibly can”, but don’t worry Bumbles knows just the place to go, over the bridge across the field and down to Pollen Park!
Join Bumbles on her pollen-collecting mission and she will guide you into a fascinating and informative exploration around the Park and into the reproduction stage of the plant life cycle. Help her by completing activities, making amazing discoveries and filling her pollen baskets along the way. Each time you complete a challenge you will be given an extra pollen particle for her basket. Just think how pleased the Queen will be when Bumbles returns to the hive!
This captivating adventure will enthrall you with the use of vivid imagery, stimulating sound effects and delightful animation. You will become intrigued with unique character of Bumbles the honey bee in her favorite thrilling environment, where she will entice you to learn all about her role in plant reproduction.
The need for such subject coverage is imperative, as the topic of flowering plants and reproduction runs throughout the primary school classes five and six and regularly features within National Tests (SATs).
The product will provide generous support for teachers and parents educating young learners in this rather advanced concept, which is notably difficult for children to grasp. Appealing specifically to young learners the website endeavors to explain the complex process of plant reproduction in a straight forward manner which will neither put-off nor overwhelm you. Information is presented clearly and logically separated into obvious sections in which you will be able to navigate freely in order make your own relaxed decisions and discoveries.
Through the use of this website you will be encouraged to:
1. Learn to name the parts of the flower e.g. stamen, stigma, style, petal, sepal and understand the
function of each in the reproduction process. 14 2. Achieve an understanding of the process of pollination, varied methods of pollen transfer, and why
different species of flower have their own type of pollen.
3. Look at the process of fertilization, how seeds are formed and to recognize different seeds
including fruits, and explore the ways in which they are dispersed.
4. Become aware of why plants produce so many seeds and the reasons why seeds may not grow
into plants.
5. Understand the process of germination and what conditions may affect the process.
The site will allow you to learn and practice through the use of exciting games and activities. Apply your knowledge of new vocabulary and the reproduction processes with imaginative online challenges which enable you to evaluate your own understanding of the various concepts.
Pollen Park can be accessed via the World Wide Web on PC or Mac and viewed with either Netscape
Navigator or Windows Explorer; the site will however require the Flash plug-in due to the involvement of graphics and animation. 15
Node Map – Pollen Park –
Node Map Figure C1. A Node Map to Represent the Site Structure of Pollen Park 16 Pollen Park Function Specification
1. The Pollen Park application will begin with a welcome and introduction section. This initial area clarifies the site objectives and provides the user with instruction and guidance to move further into the website. Alessi and Trollip (2001) agree that directions are essential in multimedia programs but should however be kept short and context-sensitive. The page also includes links to parent and teacher information sections.
2. While the site downloads the user will be introduced to the concept of Pollen Park. It is emphasised by Gilutz and Neilsen (2002) that children tire easily and may become frustrated if they are required to wait for a site to download. The animated scene will distract from the download time and provides motivation for the user through an enticing and inspirational story line in which animated characters will set the scene at the Bee Hive and initiate the challenge to collect as much pollen as possible.
3. Users will be asked to input there name(s) depending on the number of ‘pollen collector’s’, which will be put to use later in the application to provide feed back. A default name of ‘Pollen Collector’ will be provided if the child does not feel comfortable in entering any text.
4. The following section will welcome the user to Pollen Park, displaying an attractive scene of the park entrance. The user will be presented with the 6 main menu options; The Flower Garden, The Picnic Area,
The Woodland Walk, The Park Lake, The Play Area, all provided in the centre of the screen. The user will have access to The Hive, Help and Exit throughout the site, these will be located in the frame of the interface.
6. The Flower Garden is a learning zone which the user will explore to discover knowledge about the different parts of the flower. The user will first be presented with an introduction into flower reproduction, when ready the user will click on Bumbles to move onto the activity. In the activity the user will drag each part of the flower into its correct position in the outline image. If the user gets a piece right Bumbles will provide information about the part and its role in plant reproduction. When the activity is complete 6 Pollen
Particles are collected and the user will be encouraged to go back to the park entrance to choose another zone.
7. The Picnic Area is the second learning zone in the Park and will be used to introduce the concept of pollination. The initial introduction will explain that pollination occurs in two ways; by insects and by the wind, when the user clicks Bumbles to move on, animated simulations will be displayed to reinforce the concepts of wind and insect pollination. The user will be asked to sort a range of features into two columns in a table, according to whether they are features of wind pollinated or insect pollinated flowers. Finally the user will pollinate the flower by dropping the pollen into the correct place and a simulation of fertilisation will take place. 17 8. The Woodland Walk option will take the user to a different section of the Park which describes the topic of seeds. In this Park zone the process of seed dispersal will be described followed by an interactive activity. Users will choose a seed and then select the most suitable method of dispersal – wind, water, animals or by explosion.
9. The Park Lake will introduce the user to seed germination. The user will take part in a simulated, science experiment which will focus on the conditions needed for seed germination. The user will be required turn on the three conditions needed to see the seeds germinate.
10. The Play Area is a zone integrated to reinforce the previous sections information and promote familiarity with the new vocabulary. Players will choose a topic related to seed germination and then take part in a word search activity using words specific to the particular topic.
11. The Bee Hive option will provide the child with a change of environment. The user will return here to receive feedback, and review learning progress. In this area the user will have access to the ‘Pollen Park
Challenge’. The challenge will enable them to apply and demonstrate their knowledge of the subject matter via multiple choice assessments. At the end of the challenge the user returns to the Bee Hive scene to receive feedback from the Queen. Once completed, the user will have the opportunity to print out an achievement certificate.
12. The Quit option, which will be available to the user at all times, will continue to a safety net screen to clarify that the user really wants to leave the site. If yes is chosen a closing screen will appear, if no is chosen the user will be directed back to the Pollen Park gates to continue the collection of pollen particles, and of course knowledge. Alessi and Trollip (2001) agree that this option should be available from anywhere in the application and a safety net must be provided to enable a user to withdraw a request to leave the application. 18
Appendix G
Assets List
Topic Assets
Character Design Bumbles Queen Bee
Key Graphics Zone titles ‘Pollen Count’ display Pollen-mometer Preloader Navigation signpost Beehive background
Scene Designs Introductory ‘fly over’ Entrance scene Flower Garden scene Picnic Area scene Park Lake Woodland Walk Play Area scene Exit safety net screen
Supporting Material Reproduction cycle pdf Flower parts pdf Seed dispersal pdf Html help files Html splash screen Parent information page Teacher information page
Interactive Activities Flower parts activity Pollination activity Germination experiment activity Seed dispersal activity Pollen Park Challenge quiz Play area activity
Animated Simulations Seed Dispersal Plant Fertilization Seed Germination
Sound Navigation mouse over Introduction ambiance
Preliminary Buttons Help Exit Bee Hive Sign Post Go/Next arrow 19
Pollen Park Interactive Activity
Activity: Build Activity: Activity: Pollinate Activity: Seed Activity: Germination the flower. Comparison of the flower. Dispersal Location: Woodland Location: pollination Location: Picnic Location: Walk. Flower Garden. methods. area. Woodland Walk. Aim: Match correct Key QCA ‘Schemes Aim: Piece Location: Picnic Aim: Drop the Aim: Match dispersal method with of Work’ together the area. pollen in the correct correct dispersal the seed. Objectives reproductive Aim: Complete the place to see method with the parts of a flower. table with the fertilisation. seed. Children should correct flower learn: features. that flowering plants yes yes yes yes reproduce. that seeds can be dispersed in a yes variety of ways. that many fruits and seeds provide food yes for animals including humans. to consider conditions that might yes affect germination. that several seeds should be used order yes to get reliable evidence. that seeds need water and warmth yes (but not light) for germination. that insects pollinate yes yes some flowers. that plants produce flowers which have yes yes male and female organs. seeds are formed when pollen from the yes yes yes male organ fertilises the ovum. the life cycle of flowering plants e.g. pollination, yes yes yes yes yes fertilisation, seed production, dispersal & germination. 20 Alien Language Report
Creating an online Computer Aided Language Learning
Artefact, to support Key Stage 3 of the National
Curriculum.
Nicholas A Crossland
Staffordshire University
Running head: Creating an online CALL artefact for the NGFL 21 Abstract This report reviews current factors that influence the design and function of Computer
Aided Language Learning (CALL) artefacts based on the UK National Curriculum for the
National Grid for Learning (NGfL). It evaluates how these factors could influence the production of an online multimedia artefact to teach ‘parts of the body’ to 11-14 years olds learning Modern Languages in school. 22
Chapter 1: Introduction In recent years, as computers have become cheaper, more powerful and more widespread, their use in education has increased dramatically. They are now used to teach all ages, in virtually every subject area, including Modern Foreign Languages (MFL).
Although Information and Communication Technology (ICT) is used in all levels of education, from infant schools through to universities and adult education centres, Computer
Aided Language Learning (CALL) is most commonly used in secondary schools (ages 11-16).
This means that many multimedia artefacts are designed with pupils of this age in mind.
However, the quality and effectiveness vary enormously – often due to poor design or information structure, or just outdated technology.
This report will review current factors that influence the design and function of CALL artefacts, and how these factors have influenced the design of one particular CALL artefact –
Alien Language.
Alien Language was created as a result of a brief to produce, in association with teachers and pupils, an online computer based learning artefact to support an aspect of the
UK National Curriculum (NC). The artefacts must be designed to be part of the National Grid for Learning (NGfL), and be narrow in focus, deep in structure.
Chapter 2: Review What it the National Curriculum? The National Curriculum was first introduced to English schools between 1988 and
1992, to give all teachers a consistent plan of what every school pupil in the country should learn. In the introduction to the most recent revision of the National Curriculum (1999), the
(then) Education Secretary, David Blunkett explains that the National Curriculum states what content should be taught, sets ‘attainment targets’ (AT’s) for pupils’ learning, and determines how pupils’ progress is assessed and monitored. While it provides targets of what should be learnt, it also includes flexibility for teachers to teach in the way that is best suited to them and their pupils.
Following the National Curriculum is a legal requirement for all state schools in
England. The Government publishes a handbook for each curriculum area detailing what 23 should be taught at which age, and information to help teachers implement the curriculum into their teaching.
The National Curriculum is split into four ‘Key Stages’, each with its own curriculum and attainment targets:
Key Stage Age School type 1 4 – 7 years Infant School
2 7 – 11 years Junior School
3 11 – 14 years Secondary School
4 14 – 16 years Secondary School (GCSE)
What does the National Curriculum say about languages? MFL is, unlike every other subject, only compulsory at Key Stages 3 and 4, although the National Curriculum does provide ‘non-statutory guidance’ for teaching at Key Stage 2.
According to the National Advisory Centre on Early Language Training (NACELT), only one in five primary schools teach MFL. This is mainly due to time constraints from other areas of the curriculum, and lack of specialist knowledge among primary school teachers. However, the
Government’s recently announced plans (Ward, 2002) to optionally teach MFL from age seven in primary school means the UK may soon be in line with other European countries, where learning a foreign language is compulsory from an early age.
The UK National Curriculum for MFL is split into four attainment targets – listening, speaking, reading and writing. Each attainment target consists of eight ‘level descriptions’ of increasing difficulty, which describe the level of performance a pupil should show to be ranked at that level. Unlike some other NC subjects, the levels do not relate to specific topics within the subject, instead they give an indication of knowledge, skills and understanding of the target language. This is because the curriculum for MFL can include many different languages, for example French, German, Spanish, Russian, Chinese or Japanese, which all involve different structures, characters and other features, which, if specified individually would require a different curriculum for every possible language.
The National Curriculum for MFL (1999) indicates that pupils should:
Acquire knowledge and understanding of the target language
Develop language skills
Develop language-learning skills 24 Develop cultural awareness
Teachers are also encouraged to incorporate certain ‘cross-curricular’ skills into their lessons, including:
Spiritual, moral, social and cultural development
Communication, number, Information and Communication Technology (ICT),
group-work, learning, problem solving and thinking skills
Likewise, skills learnt in MFL can be transferred to other areas of pupils’ education, for example:
Language structure and manipulation
Identifying gist and meaning of the unknown based on existing knowledge
and other clues
Reading, writing, listening, speaking and memory skills
The National Curriculum (1999) states that during lessons, pupils and teachers are expected to use and respond in the target language (the language being learnt), and to only use English when necessary, for example discussing grammar or comparing the target language with English. This is an important consideration when designing a multimedia artefact, since all labels and instructions should be in the target language. However, as the
British Educational Communications and Technology Agency (BECTA) argue in their
Curriculum Software Initiative report for MFL (2000), this needs to be balanced against the need for pupils to work independently. This is often achieved through translation to English, or visual clues such as pictures, symbols or photos.
The National Curriculum (1999) states that by the end of Key Stage 3, pupils should be achieving level 5/6 in all four attainment targets. The statements of attainment at level 5 say that:
AT1: Listening & Pupils understand and identify main points and specific details responding from familiar spoken language at near normal speed in everyday
circumstances. AT2: Speaking Pupils make themselves understood with little or no difficulty
while seeking and conveying information in short conversations
about recent experiences, future plans, and everyday activities. AT3: Reading and Pupils understand written materials (including authentic responding materials) covering past, present and future events, identifying 25 and noting main points and specific details, including opinions.
They are generally confident in reading aloud, and in using
reference materials. AT4: Writing Pupils produce short pieces of writing referring to recent
experiences, future plans, everyday activities and opinions in
simple sentences, with few mistakes. They use dictionaries or
glossaries to check words they have learnt and to look up
unknown words.
What does the National Curriculum say about ICT? The National Curriculum (1999) states that ICT must be used in all subjects (apart from Physical Education) from Key Stage 2 onwards.
What is the National Grid for Learning? The NGfL was set up in 1998 by the government to provide a “national focal point for learning on the Internet” (About the NGfL, 2001). It provides a wide variety of information for teachers, learners (not just school children) and parents, as well as an index of links to good quality educational websites. The information provided on the site includes:
Advice and guidance
Learning / teaching materials
Reference materials
Career information, training and jobs
(An introduction to the NGfL, 2001)
In order to be listed on the NGfL, sites must meet certain criteria, which ensure they are reliable, trustworthy, and of educational value. These criteria include:
Having accurate, up-to-date and objective content
Being viewable on a wide range of browsers and systems
Legal aspects, including no copyright infringements
Having a clear way to provide feedback
Providing no direct access to undesirable materials or direct advertising
The NGfL sets minimum technical specifications too, to allow content to be viewed by the maximum number of people. Obviously this has an impact on the designer of any online artefact, who must keep within these guidelines. The latest version of the specifications 26 (NGfL: Ground rules and code of conduct for content providers: Technical Annex, second edition, 2001) is as follows:
800 x 600, 256 colour display (content may be built to higher specification
but must degrade to this level without serious loss of quality)
A pointing device (e.g. mouse / trackball)
Netscape Navigator 4.0 and / or Microsoft Internet Explorer 4.01
Any plugins should be compatible with the above browsers, and where
possible, the default plugins included with the browser should be used.
Platform independent – viewable on browsers running on: Windows 95+,
Mac OS 7.5+, Risc OS, and mainstream Unix platforms.
Files should be stored in generic, cross-platform formats.
Baseline modem speed of 28.8Kbps
Optionally comply with Priority One of the Web Content Accessibility
Guidelines (1999)
Ways of learning It is essential to consider how a multimedia artefact will benefit the pupil – this requires consideration of the pedagogy and theories of learning surrounding language acquisition, which all affect the design and structure of the software. “The approaches and criteria used by developers as a basis for interface design are often based more on intuition and experience than on theory-based models” (Plass, 1998, p.35).
For a long time, much mainstream computer assisted learning software followed behaviourist theories of education – that the best way to learn was through drill and repeat exercises. This seemed to suit the way computers work – repeating questions infinitely, checking if an answer is correct or not, and keeping score. For language learning, this means,
“the computer exists in isolation from the learner and from the language, as an occasional instructional tool to be used as needed” (Warschauer, 1999)
In the 1960s, Papert pioneered a new approach to teaching. This was based on the concept that rather than the computer asking questions, or telling the pupil what to do, the children would learn by telling the computer what to do, and learning from the results. This method had become known as ‘constructivist’ or ‘cognitive’ learning, since the child constructs his/her own path to knowledge (Druin, 1999). Papert and his colleagues used school children 27 in the design process, testing and development of the Logo computer language. This was unusual at the time, and it was not until the late 1980s that it became commonplace for children to be used as testers of children’s software.
It is now widely accepted that cognitive learning is most appropriate for language teaching. Plass (1998) breaks down the cognitive learning process into six stages:
1. Interpreting the performance goal
2. Encoding or retrieving task-relevant declarative information
3. Compiling and executing procedural knowledge
4. Monitoring performance
5. Identifying sources of error in performance
6. Correcting errors in performance
If these stages can be incorporated into the design of a multimedia interface, in a way that eases pupils through this process, it should prove to be an effective cognitive learning tool.
The history of CALL According to Delcloque (2000) CALL was first used in 1960, on the PLATO
(Programming Logic for Automated Teaching Operations) system – a five million (US) dollar mainframe computer used both for teaching, as well as tracking progress and liasing between student and teachers (a facility which is still found on very few modern multimedia packages).
Its first application in the field of CALL was teaching Russian. Many other languages followed, although the system was mainly used in rich universities with large computer science departments.
Mainframe systems like PLATO were used until the early 80s when microcomputers became commonplace in schools and universities, and the use of CALL became widespread.
Around this time, videodisc players linked to computers brought the first taste of multimedia to learning – a concept that was, and still is, particularly appropriate to languages, as it could be used to convey sound and video on demand, allowing pupils to learn at their own pace.
The invention of the CD-ROM in 1994 and World Wide Web in 1990 made computer assisted learning even more relevant to languages – although both technologies took several years to become widespread. 28 Why is multimedia appropriate for language learning? Modern languages teachers have traditionally (in recent years) dealt with many different media – print, audio tapes, videos, slide projectors, overhead projectors, flashcards, etc. Each has its own strengths and weaknesses, but all help with the language learning process; for example video can provide visual clues about what is being said, as well as reflecting the foreign culture, while written text is easier for beginners than spoken words, because it “stands still” (Davies & Hewer, 2001).
Multimedia uses electronic versions of all these traditional media, which can be combined, synchronised, and compared interactively. This kind of rich media experience is especially important “for the modern languages teacher for whom the spoken word is at least as important as the written” (Davies & Hewer, 2001).
Multimedia has several factors that make it especially appropriate for language learning:
1. Immediate feedback
When pupils do traditional paper based exercises, for example grammar, Davies and
Hewer (2001) point out that “they often had to wait up to a week to get their work back, by which time they had moved on and tended to take more notice of their mark than their corrections”. Multimedia packages, however, can provide instant feedback – either offering a clue, or a correct answer with an explanation.
2. Pupils can move at their own pace
Faster pupils can continue to learn, accessing more detailed information about the target language, without being held back by slower pupils who may need a concept explaining several times. Rendall (1999) studied the behaviour of Key Stage 3 pupils using CALL, and noted that “the opportunity to repeat, manipulate and test oneself on a small amount of new language over and over again within a short space of time on the computer is welcomed by the majority of pupils rather than rejected.”
3. Motivation
MFL pupils find using computers highly motivating – “within 30 minutes even the most demotivated 14 year old would be too absorbed to notice the bell.” (Hewer, Rendall, Walker &
Davies, 2001). Computers are associated with freedom, games and play by many children, which makes their use in school more appealing than an old-fashioned textbook. 29 Although multimedia is currently considered a ‘supplementary’ aspect of language learning, some believe that in the future it will become so ubiquitous that it will no longer be defined separately:
The truly powerful technologies are so integrated as to be invisible. We have no
“BALL” (Book Assisted Language Learning), no “PALL” (Pen Assisted Language
Learning), and no “LALL” (Library Assisted Language Learning). When we have no
“CALL”, computers will have taken their place as a natural and powerful part of the
language learning process. (Warschauer, 1999)
Why are online resources appropriate for language learning? Recent teaching theory revolves around ‘constructivist’ and ‘socio-constructivist’ approaches – both considered communicative approaches, that put forward the ideas that pupils learn best from sharing experiences with their peers, with the teacher merely guiding them rather than simply passing down knowledge (Druin, 1996).
Online services seem to fit with these theories perfectly – for example, the Internet give pupils the ability to access authentic, up-to-date, topical online materials in the target language, such as daily news or film reviews, or to use real life websites, e.g. German rail timetables, or a French hotel search. The National Curriculum (1999) encourages the use of language “for real purposes” and “in a variety of contexts, including everyday activities, personal and social life, the world around us, the world of work and the international world”.
Pupils can also interact with others, including similarly aged speakers of the target language, over the Internet – via e-mail, e-mailing lists, chat rooms, and video conferencing.
Electronic communication is considered less formal than traditional letter writing, so pupils may be more motivated than traditional ‘pen-pal’ schemes. It is well recognised that interaction is one of the best ways of learning – so called ‘cognitive apprenticeship’ (Lave &
Wenger, 1991, as cited in Saarenkunnas, Kuure & Taalas, 2001).
Warschauer (1999) concludes that “all this points to the use of the computer as part of the environment of language learning, rather than just as an optional instrument. … Just as students learn to read and write in print environments, they also must learn to read and write in electronic environments for success in the 21st century.”
Online resources also give teachers access to many thousands of educational resources
(for example, the NGfL and its associated links). These are produced not only by multimedia 30 publishers, but often by fellow teachers, wishing to share the material they have created with other teachers. This material is nearly always available for free.
Despite the fact that most schools now have Internet access from the majority of their computers (DfES survey, 2001), many teachers prefer to download web pages and sites, and store them locally on their networks (Walker, Saarenkunnas, Kuure & Taalas, 2001). This is often due to bandwidth constraints, or to guard against a particular site being offline when it is required for a lesson, but also to keep pupils ‘on task’, without distraction from other (often unsuitable) material found on the Internet. Some teachers use off line storage to adapt downloaded material – either to change material that is too complex, or to tailor it to their particular needs. However, this is often not possible, for example due to complex server side interactivity. This aspect of usage should be considered, as part of the design process, by
CALL developers.
What CALL resources are available? The British Educational Communications and Technology Agency’s (BECTA) Curriculum
Software Initiative report for MFL (2000) notes that much of the software used in teaching
MFL consists of generic applications, rather than specific CALL software. For example word processors, web browsing, e-mail, and presentation packages are frequently used. Although
CALL applications are also used, BECTA says that they “make up an inconsistent picture, some offering debatable value” (p. 3). Many packages are aimed at pupils revising at home, rather than for use in the classroom. Very few new classroom-based CALL packages are produced – mainly because of the limited size of the potential market for software publishers, compared with the more lucrative home market. This is also due to the increasing use of online materials, which offer more up-to-date information, more choice of authentic material, and interaction with others (including native speakers of the target language) than CD-ROMs.
What problems exist with CALL? Despite having many advantages, several problems still exist with CALL, including:
Most software available only covers French, German and Spanish. Other
languages, although part of the National Curriculum, have very few
resources available. For example, 25 French sites are currently listed on the
NGfL, but only 4 sites cover Russian. 31 Most software cannot accurately check grammar and offer intelligent
feedback in the same way a human teacher can.
Technology is not advanced enough to ‘listen’ to the pupil speaking, and to
offer guidance and feedback on their pronunciation and accent, let alone on
their tone or appropriateness in the same way a human teacher can.
Although technology and systems exist to offer basic speech recognition,
they are largely ignored by most MFL teachers. Ehsani and Knodt (1998)
argue that with an understanding of the limitations inherent in current
technologies, they can still be put to good use in the language classroom.
Video and audio is intensive on computers and networks, while using CD-
ROM based materials with large groups is also not practical. Many network
managers and technicians do not appreciate how important multimedia
elements are to CALL.
Many CALL products are simply drill and repeat exercises – with little regard
for pedagogical concerns. According to Davies (2001), “the main reason why
multimedia applications have not been widely adopted by language teachers
is that the creators of multimedia applications have been singularly lacking
in imagination”.
What type / specifications of computers are used in schools? The most recent government figures from the Department for Education and Skills
(DfES), in their annual survey of ICT in schools (2001) show that in secondary schools, on average, 64% of computers are under 3 years old, and over 67% have multimedia facilities.
There is evidence that computers are being replaced and upgraded increasingly rapidly – the
1998 survey found that 43% of computers were under 3 years old, and only 25% of computers had multimedia facilities. This means it is now possible to design with modern multimedia computers in mind, since they form the majority of machines used in schools, and older machines are constantly being replaced.
What type of Internet access is available in schools? The Government’s target for the minimum level of ICT provision in secondary schools states that by 2002, every school should have some kind of Internet connection – and 20% of 32 schools should have broadband access (DfES Statistics, 2001). The latest statistics state that over 99% of secondary schools now have an Internet connection, and that 84% of computers in secondary schools are linked to the Internet.
However, many of these connections are relatively slow – 74% of online secondary schools use ISDN2 or slower – this connection is shared between an average of 108 computers, which means, if several computers are accessing the Internet simultaneously, bandwidth available to each computer is very limited. For this reason it is very important to take bandwidth considerations into account when designing an online artefact.
How are computers used in the classroom? The Government’s target for the minimum level of ICT provision in secondary schools states that by 2002, there should be a computer to pupil ratio of at least 1:7. (DfES Statistics,
2001). The current national average stands just above this at 7.1 pupils per computer, in secondary schools (DfES Statistics, 2001) – although obviously not every pupil in the school would be using a computer simultaneously, which means pupils often have a computer to themselves.
The use of computers within the teaching of modern foreign languages varies greatly between schools. The 2001 DfES survey of ICT in Schools found that 43% of schools make
‘substantial’ use of ICT in language teaching, while 57% make ‘little or no’ use. The research also questioned teachers as to whether they found ICT usage in each curriculum area to have a beneficial effect on learners. 42% of teachers thought that ICT had a ‘substantial’ beneficial effect, while 58% thought it had ‘little or no’ beneficial effect. One could draw the conclusion that, since these figures are remarkably similar (the proportion of schools that make substantial use of ICT in languages is almost exactly the same that consider it to have a beneficial effect), that increasing the amount of ICT usage in languages does actually increase the benefits enjoyed by pupils.
Hewer, Rendall, Walker and Davies (2001) note that when computers were first introduced into schools, due to their high cost and size, it was common for the teacher to bring one computer into a classroom, and teach the whole class using it. Teachers found that showing and participating in exercises on screen helped pupils’ confidence grow, and they were more willing to ‘have a go’ when the screen was the focus of the class, rather than when the person offering the answer was the centre of attention. Recently, as computers have 33 become cheaper and more commonplace, most schools have computer labs (rooms full of networked computers), often with a specific lab for languages. There is some concern that this can lead to a ‘battery chicken’ approach to learning – rows of pupils all doing more or less the same thing, with no input from the teacher. (Davis, 2001)
Teachers’ training and experience Another factor that affects computer usage in the classroom is teachers’ ICT experience and confidence. The DfES survey found that only 70% of teachers felt confident to use ICT in the curriculum, and that only 53% had received training in its use in the last two years. For this reason it is important that any CALL artefact should be easily usable by the teacher who may have little or no technical expertise.
Special Educational Needs The National Curriculum (1999) makes allowances in MFL for pupils’ with disabilities that prevent them from achieving in a particular attainment target; for example, pupils with hearing impairments may not be able to complete the requirements for listening and responding. It recommends that where appropriate, these aspects should be discounted from assessment.
The input of teachers and pupils in the design process The Web has enabled many teachers, both in the UK and around the world to publish and share their own course materials. However, teachers are generally not graphic designers or computer programmers, so much of the material to be found, while pedagogically functional, may not be visually pleasing, and aspects such as Human Computer Interaction
(HCI) may not be to professional standards. Teachers do not have the time to learn multimedia authoring packages, in order to create educational artefacts, yet their role is key – since pedagogical considerations must take precedence over technical concerns.
One of the key factors to making a successful learning artefact is the ability for it to appeal to its users. Children are notoriously difficult to please; they have their own tastes, likes, dislikes, and needs, which are often different from adults’. As Druin (1999, p.1) points out, “designers of new technologies for children sometimes forget that young people are not just short adults”. 34 However, it is incorrect just to ask children what they want – as Nielsen (2001) points out, the “first rule of usability [is] – don’t listen to users” – the best way of finding out what works and what appeals to users is to observe them using computers, and see what they actually do. People, when questioned, tend to say what they think the researcher wants to hear. He gives the example of a shopping site asking its users if they wanted 3D views of products – while 50% of people may say ‘yes’, this really means they think 3D product views are ‘cool’ – not that they will use them, or even find them useful.
In order to make a CALL artefact as successful as possible, it is necessary to consult with both teachers (to ensure the final product is accurate and pedagogically sound), and children (to ensure it is something they will enjoy using and find stimulating). Testing the artefact with both groups at major stages of design and production is also important to ensure everything is proceeding correctly.
Gimeno-Sanz and Davies (2001) suggest that the development team of a CALL artefact should include at least:
A subject specialist, responsible for providing content and pedagogical input
A developer, with knowledge of an appropriate authoring package, e.g.
Macromedia Director or Flash
A graphic designer – an artefact may have very effective content and
programming, but if it is not visually accessible, the artefact will fail
And, where appropriate:
A sound engineer and video technician, if the artefact includes these media
A professional photographer
An instructional designer with a background in cognitive psychology and
media technology
A native speaker, to provide authentic pronunciation recording
Plus, of course, a group of pupils to test the artefact.
Chapter 3: Methodology Case study The ‘Alien Language’ online CALL artefact was designed for pupils at Key Stage 3 of the
National Curriculum. The artefact was to cover just one aspect of vocabulary that is taught by most schools. Although several topics, such as ‘Shopping’, ‘School’ and ‘Numbers’ were considered, it was decided that ‘Body Parts’ gave the most scope for visual learning, and 35 interactive opportunities. The topic also encompassed ‘Illness’, as the vocabulary is very similar for both.
The artefact was to be used not as a primary teaching tool, but rather as reinforcement for vocabulary and sentence structures taught in the traditional way, in the classroom.
Learning objectives The learning objectives of a CALL artefact, according to the National Curriculum, include:
Objective National Curriculum for MFL reference Learning and retaining vocabulary Programme of study, 1c Using language creatively and Programme of study, 5f imaginatively Producing and responding to different Programme of study, 5d types of spoken and written language, including texts produced using ICT
Assumptions When designing the artefact, it was assumed that its users would have
Previously been taught basic vocabulary and sentence structures of body
parts, and illness
Knowledge of basic grammar techniques, for example pluralisation
Basic IT skills, including operating a mouse, and using a keyboard
A modern, multimedia computer with sound facilities
Access to the Web, and the Flash 5 plug-in
Pedagogical considerations Instructions and commands must be consistent, clear and concise. This is both so the pupil can concentrate on learning the target language, rather than trying to understand what they are meant to be doing, but also because reading text and instruction on a computer screen is much more difficult and around 30% slower than reading from paper (Gimeno-Sanz
& Davies, 2001).
Not all pupils learn at the same pace – within one secondary class there may be great variation in the maturity and intellect of the pupils. It was therefore considered useful to 36 include difficulty options, for example ‘easy / hard’. This could change the vocabulary available, the time available to complete an exercise, or some other aspect of a particular activity. This approach, often found in computer games, can be used as an incentive to progress – for example once an activity has been completed at the easy level, it could then be attempted at a higher level. It also stops less able pupils being frustrated by an activity they cannot complete. In the initial version of the Alien Language, these facilities were not included. However they could be added in future versions.
As previously discussed, one of the advantages of CALL over traditional learning methods is the availability of instant, personal feedback on any problems or mistakes. It is generally accepted that any negative feedback should be meaningful, and offer suggestions on what mistake has been made, and what can be done to rectify it (extrinsic feedback), rather than simply giving a ‘Wrong’ or ‘Try again’ message (intrinsic feedback). In Alien
Language, whenever a question is answered incorrectly, the correct answer is always shown immediately, and left on screen until the user clicks onto the next question – allowing them as much time as they require in order to read and understand the feedback they are given. In future versions, where an answer is nearly, but not quite correct, the pupil may be given the chance to correct their mistake, rather than be frustrated at getting a question wrong because of one minor error, although this will require complex artificial intelligence to acknowledge the difference between a minor and major error.
Positive feedback too can be useful for reinforcement. Gimeno-Sanz and Davies (2001) observed that pupils find it encouraging to receive positive feedback, either visually or aurally, on successfully completing an exercise. Several different positive messages have been included in Alien Language, which are shown upon successful completion of a question or activity.
Multimedia considerations Druin et al (1998) observed and interviewed many children about their use, needs and wishes for technology, in an effort to involve them in the design process. They concluded that the main things that children want in technology are:
Control – children are generally reliant on others, and have their lives
controlled by their parents. The feeling of owning or controlling an
environment is very positive for them. 37 Social experiences – children naturally want to be with other children, and
online or multimedia environments are no exception. Children tend to co-
operate when focussing on a computer; this co-operation extended across
age groups or geographical location, where no co-operation would usually
take place or be possible.
Expressive tools – children like telling stories, making up games or building
things.
To make the pupil feel more involved in the activities in Alien Language, they are asked to enter their name at the beginning – this is not only to allow (in future versions) teachers to track pupils’ progress, but also to allow personalisation throughout the artefact. So, for example, the pupils name appears above their score, and they are greeted personally in several Figure 1: Personalisation of the activities (Figure 1). Multimedia is especially useful for the learning of languages – it offers the ability to hear words pronounced, allowing the pupil to perfect his/her own pronunciation and accent.
In traditional language learning, the user would have to rely on tapes, or the teacher to give a correct pronunciation of a foreign word or phrase. Using multimedia, the pupil can interactively repeat a word or phrase until they are happy with it.
The main methods of distributing multimedia over the web are:
Media Capabilities Advantages Disadvantages HTML Allows text and Quick to Only basic, non-
bitmap images download standard support
Basic interaction Settings (such as for sound
available via font size) can be Different browsers,
JavaScript overridden by operating systems,
users and platforms all
Standard format require separate
that can be read coding and testing 38 by many different Requires server-
browsers and side programming
platforms to allow complex
interaction Flash Allows text and Complex Requires plug-in
vector images interaction Requires specialist
Allows animation possible through authoring software
Allows sound ActionScript
Allows control over Quick to
fonts download
Streams data
Appears identical
across platforms Director Allows text, vector Complex Requires large
Shockwave and bitmap images interaction plug-in download
Allows animation possible through Requires specialist
Allows sound Lingo authoring software
Allows control over Streams data
fonts Appears identical
across platforms
It was decided that the most appropriate media for Alien Language would be
Macromedia Flash, because it allows complex interaction, animation, and feedback to the user. The required plug-in is installed on 98.3% of web-enabled computers (Macromedia,
2001), and if not preinstalled, is a very small download.
Structure When designing a CALL artefact, there are two main methods of structuring the learning experience. The first is a linear structure, where pupils are shown examples and asked questions about fixed topics in a fixed order, in much the same way as a television documentary might show one concept after another, but with no control or interaction from the user. The pupil cannot progress to the next activity until the previous one is completed 39 successfully. The order and content must be decided on in advance by either the artefact’s producers, or by a teacher, if such facilities exist in the software.
The second is an interactive structure, much like a website, which allows pupils to choose which order they visit lessons and activities, and move between them at a pace which is suitable for their learning abilities. Although this gives more freedom to the pupil, it also risks the pupil not attempting challenging activities, or clicking aimlessly around, with no focus to their learning.
One way of overcoming this problem is to design the software as a series of games or challenges. Competing against other pupils at the same machine or in the same class can be motivating, and encourages pupils to attempt activities, even those which they may consider too difficult, in order to get the highest score in the class, or to redo the activity, to improve on previous performances.
It is useful for the teacher to have some kind of method to check which pupils have attempted which activity. This may be through a tracking system, online database, or something as simple as symbols on the screen which can indicate to a supervising teacher at once whether the pupil has attempted an activity, and the level of achievement he / she has attained.
Figure 2: Ticks indicate which activities have been completed, and the score achieved Alien Language uses large ticks on the navigation bar to indicate an activity has been completed, and displays the score achieved underneath (Figure 2). This allows the supervising teacher to quickly view how well the pupil is doing, and suggest which activities they need to repeat in order to improve their scores.
Narrative It was felt that rather than a series of disparate, abstract, generic activities, it would be more enjoyable for the intended audience if the whole artefact told a story, with activities themed in an imaginative way. Several settings were considered, but eventually it was decided that the artefact should be set aboard an alien space ship, whose mission is to collect specimens of creatures from around the galaxy. This gave opportunity to show alien creatures 40 with different numbers of body parts, which would be more interesting than just looking at diagrams or picture of people, as normally found in language textbooks. Each activity was chosen, and ‘scripted’ so it fits in with the storyline.
Children are familiar with the concept of science fiction storylines, and it was hoped that pupils would find this much more enjoyable than simple exercises with no setting, or motive to complete them.
Separating content from functionality Since the National Curriculum allows for a wide variety of languages to be learnt, yet all with the same attainment targets and levels of achievement, it seems reasonable that any activity that is pedagogically sound and useful for teaching one language should work in any other target language, simply by changing the language of the vocabulary, labels and instructions, but keeping the same graphics, activities and interface. Modern object oriented multimedia authoring systems, for example Macromedia Flash, mean it is easy to include multiple languages with very little extra download time – and the user can simply select which language they are learning from a list.
In Alien Language, all language content and user interface text is kept in external text files. This not only allows for easy updating and translating of material, but also means the artefact can easily be adapted to use different languages in the future, simply by loading a different file. It also means it can be used to teach English to foreign speakers. If a teacher wishes, for example, to change the wording of an instruction, to make it simpler, or harder, for more Figure 3: Extract from text file advanced students, it is possible for them to download the artefact and simply adapt the text file. In the future this could be achieved via online tools. During production, all elements of text were stored in a database, which could then generate the files to be loaded into the artefact. This allowed for simple updating of the text, and also carried out the appropriate character encoding (Figure 3) to allow it to be imported successfully into the artefact. 41
Design considerations The visual and information design of an artefact is key to making it successful. While it may contain the best pedagogy, and the best content in the world, if the user cannot work out how to begin, what they have to do, where they have to go next, or what a particular button does, then they cannot gain any benefit from it. Similarly, if they have to spend all their mental processing power trying to decipher an interface or cryptic icons, they are concentrating less, and absorbing less of what they are meant to be learning.
Graphical style Creating an appealing graphical style is key to the accessibility and effectiveness of an artefact – the world around most school children is very visual, fast moving, and active. Dull, unattractive pages would fail to engage pupils, which in turn would lead to them not receiving the full benefit of the information on offer.
Several visual styles were considered – including Plasticine animated models, and modern ‘club-style’ graphics. In the end, however, it was felt that a traditional cell-animation cartoon style was appropriate. Cartoons are popular and accessible by all ages, from children to adults, and are well suited to the Flash environments, since solid outlines and flat fill colours allow for very small file sizes.
Although set on a high tech spaceship, the style of the screens and activities was supposed to have a
‘Heath Robinson’ feel (Figure 4) – a spaceship held together by old fashioned technology. All the elements were also designed to be consistent across all activities – initially each activity was to have its own style of buttons, timer, etc. but it was felt that pupils may get confused by different interface on each screen, and a coherent approach would be more user friendly. A single design
(Figures 5 and 6) was used for both for all activities Figure 4: Typical Heath Robinson contraption (except ‘Who Want to be a Winner’). 42
Figure 5: Standard button Figure 6: Standard timer
Fonts One of the most important design considerations is the choice of font. Reading text and instruction on a computer screen is much more difficult and around 30% slower than reading from paper (Gimeno-Sanz & Davies, 2001), which, combined with the fact that children may not be able to read as quickly or accurately as adults, especially in a foreign language, mean that any font must be clear and legible. One of the major hurdles with designing for the web in HTML is the lack of control over fonts, which relies on a user having a particular font installed on their system. Products such as Macromedia Flash have overcome this problem to an extent, by embedding fonts within the file itself, although this does add slightly (dependant upon the font) to the download time required.
Bernard, Mills, Frank and McKowen (2001) have investigated which of the standard
(i.e. installed on most web enabled computers) fonts are most appealing and legible to children, and at which sizes. Their results showed that 14 pt Comic Sans (Figure 7) was ranked top in ease and speed of reading, and attractiveness. This may be because of its similarity to children’s handwriting, or that it looks ‘less adult’ and less formal than, for example, Times New Roman (which was ranked bottom in all categories, see figure 8).
a b c d e f g h i j k l m n o p q r s t u v w x y z
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Figure 7: 14 pt, Comic Sans
a b c d e f g h i j k l m n o p q r s t u v w x y z
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Figure 8: 14 pt, Times New Roman
It was decided to use Comic Sans for much of the text that appears in Alien Language
– particularly any text that appears in speech bubbles, and text entered by the user. Other 43 fonts were used for atmospheric and design reasons on some elements, but it was ensured that these were all clear, readable, and contained a full set of characters (including accents).
Accents The teaching of MFL presents further technical challenges to the multimedia developer
– foreign languages often require accented characters, or in some cases, for example Russian or Greek, completely different alphabets. Most European languages however use standard
Roman characters, with most fonts generally including accented characters. With a standard
English keyboard, accented characters are only accessible by entering a numeric code for the character (which must be looked up first, using a special application) while holding down the
ALT key. For example to enter the character ‘è’ the user has to hold down ALT and enter 0232 on the numeric keypad. This may be a problem for disabled users, or younger children who have not developed the co-ordination skills required to accomplish this. There is also the problem of remembering the code numbers for dozens of different accents – French, for examples, commonly uses around 13 accented characters.
One common solution to this problem is the use of a small software program that provides direct access to the accented characters. One such example is FrKeys, by Patrick
Smears of Camsoft (www.camsoftpartners.co.uk).
Figure 9: FrKeys toolbar Figure 10: Alien Language accents toolbar This small toolbar (Figure 9) appears on top of all open windows, and clicking on an accented character inserts it into whatever application is currently open. However, in order to avoid any incompatibilities with Flash, or confusion for the user, for example when Alien
Language is running full screen, it was decided that the artefact should include its own set of accent keys for activities that involve entering text (Figure 10). Although few of the body parts require accented characters, it was felt the feature should be included to allow for expansion to other languages in the future. 44 Colours The minimum standard specified for sites included on the NGfL only permits the basic palette of colours available for web design, which is restricted to the 216 ‘Web safe’ colours that can be displayed on an 8-bit (256 colour) display on both Windows and Mac systems.
Any graphics or photos which use more must degrade gracefully to this level, although the majority of systems in use today can display several thousand colours at once, which provides more realistic photos and higher quality graphics. Alien Language’s main navigation and activities use the web-safe colours, although some of the more detailed drawings use non- web-safe colours. However, these degrade gracefully, and the artefact is still useable on 256 colour display equipment.
It is also important for the designer to consider contrast between colours, for visually impaired users, who may need high levels of contrast between the text and the background in order to read it. Colour blindness is also a consideration – 8% of males, and 0.5% of females suffer from some kind of colour blindness (Hess, 2000). Certain colours, which to normally sighted people appear different, can all look the same to colour blind individuals. This can render certain colour schemes into just one large indistinguishable block. This aspect was not tested, as the group of user testers did not include any colour blind individuals. However, this is an area that may require further testing, in order to establish there are no problems for some pupils.
Sound and video The use of sound in online CALL artefacts is limited by technical factors, since HTML does not natively allow sound to be used; instead plugins such as Apple QuickTime or
Macromedia Flash must be used. However, the major hurdle to overcome is the large amount of bandwidth that good quality audio consumes. Recent advances in technology such as MP3 allow high compression of audio material, but the file size is, in practical terms, still constrained to short words or phrases, rather than entire lessons or real time communication.
The use of Macromedia Flash allows sound to be preloaded and used interactively, either as background ambience, or in the foreground as a direct learning aid, for example pronunciation of foreign words. In order for the pronunciation of the key vocabulary to sound authentic and be reliable, it was necessary to use a native speaker of the language. A badly spoken, or mispronounced word would be as fatal an error as a spelling mistake, since the National
Curriculum values listening and speaking equally as highly as reading and writing. 45 Some multimedia packages allow pupils to record their own voices, and play it back, comparing it against a native speaker. This allows the pupil to hear his/her voice as others hear it, which allows more accurate correction of any accent or pronunciation errors.
However, this kind of interaction is not currently available with Flash, and relies on hardware that is not common to all computers, and so was not possible to implement in Alien Language.
Video, which has traditionally been used in MFL teaching in the past using VHS and
Laserdiscs, also suffers from the same restrictions as audio, in an online environment. It requires large amounts of bandwidth, and even with a fast connection, picture and audio quality is often unacceptable for language learning, which relies on setting, context, gestures and facial expression to help convey the meaning of unfamiliar situations to pupils. Combined with the challenges of filming high quality video (both from a technical and an acting point of view), it was decided that video was not appropriate for this artefact.
Activities When considering which activities to include in Alien Language, great care was taken to choose activities that would benefit from being carried out on a computer, rather than by traditional methods, for example adding sound, instant feedback, or animation.
All activities must have a stimulus, a response, and a learning objective. Several common values of each include:
Stimulus Response Objectives Audio Multiple choice Sentence
Video answers construction /
Visual (photo / Free text answer grammar
drawing) Drag and drop Spelling
Written Fill in the gaps Vocabulary building
Clickable images Reinforcement
Reordering words
Speaking (either
recorded onto
computer or to a
partner) 46 When planning activities for Alien Language, an effort was made to include as wide a variety of activities as possible, to prevent them becoming too repetitive. There are several established types of activity incorporating many of the points above, that can be converted to multimedia use, including:
Hangman
Crossword
Word search
Matching words and pictures
Branching dialogues
Platform / console style game
Spelling games
Quiz games
Boyle (1997, p. 40) points out that games “promote imaginative engagement” and can
“produce engagement and delight in learning”. Computer games are a part of popular culture, and are played by many children for pleasure. Although some adults might see them as frivolous and an un-educational waste of time, anything that appeals to, and motivates children, must have some positive benefits to their education.
It was decided to include the following activities:
Activity Storyline Stimulus Response Objective Transporter Aliens need help identifying Visual Multiple Vocabulary
aliens to beam them (drawings), choice building and
aboard. Users must Text (names (select the reinforcement
correctly identify the of body correct
correct numbers of body parts) number)
parts. Body Aliens need help labelling Visual Free text Grammar,
Museum part of the body in their (drawings) answer spelling,
museum. Users have to vocabulary
correctly type the label for building,
each specimen. reinforcement Hospital Aliens are ill, and the Visual Reordering Sentence
doctor needs help (drawings) words construction,
identifying what is wrong grammar, 47 with parts of the body. reinforcement ‘Who Want Quiz show on the ship’s Text Multiple Grammar, to be a interactive TV. Asks choice spelling,
Winner’ multiple choice questions vocabulary
which get harder as the building,
game progresses. reinforcement
In order to make the activities seem more like a computer game, a time limit of 30 seconds was included for each question, and a scoring system was included. This was to add some competitiveness and urgency to answering the questions – and to prevent pupils becoming distracted and losing interest in the activity. To encourage them to answer as quickly as possible, a bonus is given, depending how quickly the question has been answered.
Offline / non computer based activities No learning artefact exists in isolation. In the case of Alien Language, it was intended to be used as support and revision for language that had already been taught to pupils. It was considered that there should be some kind of offline activity, particularly to test aspect such as speaking, which cannot be achieved successfully in software. It was also thought that downloaded worksheets for teachers to print and use in class, either before or after using the artefact would be useful.
Help and dictionaries As mentioned previously, it is recognised by the National Curriculum and BECTA that in the field of language learning, access to, and knowing how to use dictionaries and glossaries correctly, is useful for revising existing words and essential for learning new ones. 48
Figure 11: Alien Language Dictionary It was decided to include a specialised dictionary in Alien Language, comprising the key vocabulary used in the artefact, represented visually. The dictionary (Figure 11) is available at any time by simply clicking an icon. However, it was considered that pupils may rely on the dictionary, and keep referring back to it for every question of every activity, and so some kind of penalty should be introduced to the pupil’s score every time the dictionary is viewed. User testing, however, found this was not a problem, and would unnecessarily penalise weaker students. Since the National Curriculum encourages the use of dictionaries, it was thought their use should not be punished.
One of the problems identified with existing multimedia products is the fact that instructions are only provided in the target language. Although this is recommended by the
National Curriculum, in practice it leads to confusion, as teachers have to spend a lot of time explaining what pupils are meant to be doing, instead of simply teaching it. As previously discusses, BECTA (2000, p.2) note that “there is an argument in favour of target language menus, but this needs to be balanced against the need to enable pupils to work independently.”
A solution identified for Alien Language, was to include all instructions and interface elements in the target language, but make an instant translation into the pupils’ native language available by holding down the ‘Control’ key. This prevents them from completing the 49 whole activity in their native language, but adds a ‘safety net’ so they can receive help, without interrupting the lesson or distracting the supervising teacher. It was also considered to put a ‘score’, of how many times it has been used. The teacher could then gauge how much help the pupil had required during the activity. However, this was not included in the current version of the artefact.
Information for teachers and parents Whilst most of a CALL artefact is aimed at the end users (i.e. pupils), it is also helpful to include, either within the artefact, or in a separate package, notes on:
How to use the artefact
Troubleshooting guide, and how to get help
Information about how the artefact relates to the National Curriculum
The level of pupil performance it is aimed at, and how many hours of tuition
it could provide
Options to allow the teacher to track the progress of individual pupils and
classes.
(Gimeno-Sanz & Davies, 2001)
In the case of Alien Language, a separate HTML page is provided, externally to the main artefact, to allow parents and teachers to access this information. It was considered to include a web based tracking system, so teachers can track the progress of individual students and classes. However, this would require substantial server side programming and databases, as well as registration by teachers and / or pupils, and was not included in the initial version of the artefact.
Chapter 4: Results User testing background The Alien Language artefact was extensively trialled and user tested throughout its production. This was done with the assistance of Mary Hutson, Head of Languages at King
Edward VI High School in Stafford. King Edward VI High School is a typical comprehensive school, catering for ages 11 – 18 years. It has good computer facilities, with a ratio of 50 students to computers higher than the national average. ICT is used in most subjects, and most pupils are computer literate.
Initial research Visits were carried out before the artefact was created, to establish the needs, likes and dislikes of the intended audience, and the semi-completed artefact was tested on the same group of children four months later. Opinions and ideas were also sought from several members of the teaching staff, regarding what kinds of activities are popular, what motivates pupils, and what activities should be avoided.
The vocabulary used in the artefact was based on that included in the textbook currently used by this, and many other schools, ‘Route Nationale’.
The group of children that took part in user testing were a lower-ability set of Year 7 pupils, which although not representative of the whole school population, provided a range of abilities and needs.
After the initial research session, it was discovered that pupils enjoyed surfing the web, and producing creative materials (such as posters), particularly when they could print their work at the end of the session. Pupils enjoyed participating in several different activities over the course of a lesson, and so wanted something that did not require a long attention span. Teachers mentioned that pupils like doing things they are not meant to – such as defacing photos on web sites, or playing games when they are meant to be working, and that if an artefact included this sort of activity, pupils would enjoy it, since it did not seem to them as if they are working!
User testing results During user testing it was found that adding elements of competitiveness, such as score, and a timer, greatly helped the motivation of the pupils, particularly amongst boys. 51 Several problems occurred with pupils not recognising graphics. Several were redrawn in order to make identification clearer. There was also an element of confusion identifying between similar parts of the body, for example distinguishing between shoulders, arms and hands (Figure 12).
Figure 12: Arm, or hand? Another problem was the portrayal of ‘hidden’ parts of the body, for example stomachs, throats and backs. This was overcome, to an extent, by creating aliens with particularly prominent versions of these features
(Figure 13). These problems are to be addressed in future updates to the Figure 13: One way of representing a sore artefact. throat Several usability problems were identified, including the ‘dials’ that were used on the
‘Transporter’ activity (Figure 14). It was not immediately obvious how to operate them, and many users did not recognise that they turned to different numbers. These were eventually replaced by sliding switches (Figure 15), which have a much more obvious interface, and work much more successfully.
Figure 14: Old dial Figure 15: New dial It was also pointed out that download times may be a problem – the artefact is currently nearly 500Kb in size. Several aspects of the artefact could be optimised to reduce this, or to minimise the interruption, some kind of game or animation to play while the download is taking place would benefit the user. Many UK school do access the Web through a high speed connection (as mentioned previously), and / or cache content to allow fast 52 retrieval from local networks. Since Alien Language does not, at the moment, require any server side activity, once the artefact has been cached locally, it should not need online access again, allowing future access attempts to be much quicker. So, for example, if 20 pupils in the same class access the artefact, it only has to be downloaded once.
Further user testing will be carried out when the next version of the artefact is produced, including other languages than French. This should also include a wider sample, possibly including younger children.
Chapter 5: Discussion Future developments There are several areas of Alien Language that can, and will be developed in the future:
Improve quality, and animate icons on navigation bar
Choice of multiple languages including French, Spanish, German and English. Any
language can be chosen as the native language, and any as the target, to allow
the artefact’s use in many different countries.
Improve graphical style throughout, to aim for a consistent and professional look
and feel.
Sound can help create atmosphere and mood, so more background sound and
sound effects would produce a better artefact
Inclusion of user tracking features, so teachers can check the progress of their
students, even when they are working independently, or at home.
More offline worksheets, and possibly more activities that allow two players to
participate on the same computer at once.
Inclusion of some kind of creative activity, possible as a distraction while data is
being downloaded. For example a paint activity where pupils could colour an
alien, or a ‘construct-an-alien’ activity.
More user testing using a wider range of pupils
Because of the cartoon style and accessibility of Alien Language, in the future it may be useful for younger children than the target audience of 11-14 year olds. As mentioned 53 previously, the Government plans to offer MFL in primary schools by 2012, meaning in the future there may be an increasing market for CALL artefacts aimed at a younger audience.
The ideas and concepts of Alien Language could be developed further to cover other topics and aspects of language – in theory a whole language could be taught using the fun games and characters that have been established here. 54 References About the NGfL (n.d.) Retrieved October 3, 2001, from
http://www.ngfl.gov.uk/about/index.html
An introduction to the NGfL (n.d.) Retrieved October 3, 2001, from
http://www.ngfl.gov.uk/advice/index.html
Bernard, M., Mills, M., Frank, T., McKown, J. (2001) Which fonts do children prefer to read
online? Wichita State University, Department of Psychology, Software Usability
Research Laboratory, Usability News. Retrieved October 15, 2001 from
http://psychology.wichita.edu/surl/usabilitynews/3W/fontJR.htm
Boyle, T. (1997). Design for multimedia learning. Hemel Hempstead: Prentice Hall Europe.
Briggs, L., Goodman-Stephens, B., Rogers, P. (1993). Route Nationale.Walton-on-Thames, UK
Chisholm, W., Vanderheiden, G, Jacobs, I. (1999). Web Content Accessibility Guidelines.
Retrieved December 15, 2001 from http://www.w3.org/TR/WAI-WEBCONTENT/
Curriculum Software Initiative: Modern Foreign Languages (2000). British Educational
Communications and Technology Agency. Retrieved October 3, 2001 from
http://www.becta.org.uk/technology/software/curriculum/reports/index.html
Davies, G., Hewer, S. (2001) Introduction to new technologies and how they can contribute
to language learning and teaching. ICT4LT Project. Retrieved October 16, 2001
from http://www.ict4lt.org/en/en_mod1-1.htm
Davies, G. (2001) Introduction to multimedia CALL. ICT4LT Project. Retrieved October 16,
2001 from http://www.ict4lt.org/en/en_mod2-2.htm
Delcloque, P. (2000) The History of CALL. Retrieved December 15, 2001 from
http://www.history-of-call.org
Druin, A. (1996) Designing Multimedia Environments for Children. John Wiley & Sons,.
Druin, A. (1999) The Role of Children in the Design of New Technology. University of
Maryland, Institute of Advanced Computer Studies, Human Computer Interaction
Lab. Retrieved December 15, 2001 from http://www.cs.umd.edu/local-cgi-
bin/hcil/rr.pl?number=99-23
Druin, A., Bederson, B., Boltman, A., Miura, A., Knotts-Callahan, D., Platt, M. (1998) Children
as our technology design partners. Retrieved December 15, 2001 from 55 ftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/98-03html/98-
03.html
Ehsani, F., Knodt, E. (1998) Speech technology in computer-aided language learning:
strengths and limitations of a new CALL paradigm. Language Learning and
Technology Journal. Vol. 2, No. 1, 45 - 60. Retrieved October 23, 2001 from
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Gimeno-Sanz, A., Davies, G. (2001) CALL software design and implementation. ICT4LT
Project. Retrieved October 16, 2001 from http://www.ict4lt.org/en/en_mod3-
2.htm
Macromedia. (2001) Macromedia Flash Penetration Survey. Retrieved February 20, 2002 from
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Hess, R. (2000) Can Color-Blind Users See Your Site? Microsoft Corporation. Retrieved
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http://www.linguanet.org.uk/research/resfor2/warsum1.htm 57 Letter to introduce you to your client
September, 2005
Dear Educator:
This letter serves to introduce to you a Staffordshire University student who is enrolled on a multimedia course. As part of this student’s work s/he is required to complete a proposal for either an educational multimedia artefact or a class taught by distance learning.
The brief that has been set states:
Option 1: Option 2: Working with a primary or secondary school Working with an FE or HE teacher, research teacher, research and write a proposal for an and write a proposal for a class to be taught online or offline project that will support an in a distance learning environment. You will element of the UK's National Curriculum. If have to research available virtual learning your proposed project is designed to be on environments and design the teaching the web it should also be designed to be a approach to use a variety of educational part of the National Grid for Learning (NGfL). multimedia approaches as well as focusing Whatever aspect of Key Stages 1-4 you on the stated teaching objectives. choose to tackle, you must do so in cooperation with a teacher and students. If it You must work in cooperation with a is designed to be part of the NGfL you must teacher/lecturer to ensure that you are taking make sure that your proposed work will into consideration teaching needs as well as adhere to the NGfL guidelines both the needs of the student. technically and from an instructional point of view. You will also have to research any VLE policies that have been adopted by the You can approach this from many different institution where your teacher is working. angles, you do not have to limit your approach to web or CD-ROM. You can also You are at liberty to make a proposal to explore the educational opportunities in deliver this material via wireless or iTV. wireless applications and iTV.
If you agree to work with this student the two of you will need to discuss where you would benefit the most from having educational multimedia as a solution for a teaching/learning problem you have encountered. Please be aware that this project is only in proposal stage and may or may not be carried forward to completion.
If you wish to ask me any questions I can be reached either by telephone: 01782 294565 or by email: [email protected]
If you wish to view work from students who have gotten excited enough in the proposal stage to carry the work forward to completion you may do so at: http://www.hyperstaffs.info
You are, of course, more than welcome to use any of the work at Hyperstaffs in your teaching.
Thank you for your support,
Melissa Lee Price, Ph.D. Reader in Design Course Leader MA Interactive Multimedia Staffordshire University 58 Statement of Intent you need to have signed by your client
Statement of Intent
This is a non binding agreement between ______, educator, and
______, a student studying multimedia at Staffordshire University.
Said student agrees to: (choose one)
produce a proposal for a multimedia learning artefact to support an element of the UK’s National Curriculum.
Or
produce a proposal for a distance learning class
The educator agrees to work with said student in gathering subject matter material for the artifact.
It is the student’s responsibility to keep in regular contact with the educator during the course of the semester as the project progresses.
If the educator decides to cease involvement in the project at any time, s/he should notify the student in a timely fashion, as this project is a significant part of the students course work.
______educator student
Date: ______